I VI 


Fortieth  Anniversary 

School  of  Mines 
and  Metallurgy 

R O L L A 

MISSOURI 


UNIVERSITY  OF  ILLINOIS 

RUG  271915 

PRESIDENT'S  OFFICE 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/fortiethanniversOOuniv 


T^ORTIETH  Anni- 
A versary  of  the  School 
of  Mines  and  Metallurgy 
of  the  University  of  Mis- 
souri. Parker  Memorial 
Address.  Laying  of  the 
Corner  Stone  of  Parker 
Hall.  Rolla,  Missouri 


OCTOBER  TWENTY -FOURTH 
NINETEEN  HUNDRED  ELEVEN 


Progra  m m e 


Mechanical  Hall  — 10:00  A.  M. 

“War  March  of  the  Priests” 

Mendelssohn 

Falkenhainer’s  Orchestra 

Invocation 

Dr.  G.  J.  Hunt 

Overture,  “ William  Tell  ” 

Rossini 

Falkenhainer’s  Orchestra 

“ History  of  the  School  of  Mines  ” 

Address,  Honorable  Thomas  Lewis  Rubey,  A.  M. 

Congratulations  of  the  Alumni 

Gustavus  A.  Duncan,  C.  E.,  E.  M. 

Congratulations  of  the  Departments  at  Columbia 

Walter  Williams,  LL.  D.,  Dean  of  School  of  Journalism 

Congratulations  of  Missouri  Colleges 

John  Priest  Greene,  D.  D.,  LL.  D.,  President  of  William  Jewell  College 

Congratulations  on  Behalf  of  the  Schools  of  Missouri 

Honorable  W.  P.  Evans,  State  Superintendent  of  Public  Schools 

Congratulations  on  Behalf  of  the  Engineering  Profession 

John  Lyle  Harrington,  Consulting  Engineer,  of  Kansas  City,  Missouri 

Congratulations  on  Behalf  of  the  American  Mining  Schools 

Erasmus  Haworth,  Ph.  D. 

President  of  the  National  Association  of  State  Mining  Schools 

Congratulations  on  Behalf  of  the  Mining  Fraternity 

William  Rowland  Cox,  E.  M. 

Selection  from  “ Madame  Sherry” 

Hoschna 

Falkenhainer’s  Orchestra 

Conferring  Honorary  Degree 


4 


Programme 

CONTINUED 


Some  Suggestions  to  Mining  Students 
Address,  William  Rowland  Cox,  E.  M. 

Waltz  Suite,  “ Tales  of  Hoffman  ” 

Offenbach 

Falkenhainer’s  Orchestra 

Parker  Memorial  Address 
Honorable  David  Rowland  Francis,  LL.  D. 

Benediction 
Dr.  G.  J.  Hunt 

Finale,  “ Foxy  Grandpa  ” 

Falkenhainer 
Falkenhainer’s  Orchestra 


Parker  Hall— 2:00  P.  M. 

Laying  of  the  Corner  Stone  of  Parker  Hall 
Arch  A.  Johnson,  Grand  Master  A.  F.  and  A.  M.  of  Missouri 

The  Value  of  Technical  Education 
Address,  William  Coleman  Bitting,  D.  D. 


Jackling  Field  — 3:00  P.  M. 

Football  Game 

Central  College  vs.  School  of  Mines 


Mechanical  Hall  — 8:30  P.  M. 

Reception  in  honor  of  the  guests  of  the  School  of  Mines 


1 


History  of  the  School  of  Mines 

Address  By 

Honorable  Thomas  Lewis  Rubey,  A.  M. 

WE  have  met  to-day  to 
celebrate  the  fortieth 
anniversary  of  this  in- 
stitution. To  me  has 
been  assigned  the  task  of  giving  to 
you,  in  brief,  the  history  of  the 
School  of  Mines.  For  more  than 
twenty  years  I have  known  it  per- 
sonally, and  can  give  to  you  some 
of  the  important  facts  for  that 
space  of  time.  The  early  history 
of  this  institution  could  be  far  bet- 
ter told  by  many  who  are  before 
me  to-day  in  this  audience.  In  fact,  I am  indebted  for  most 
of  what  I may  say  in  regard  to  its  early  history  to  some  of 
those  who  are  upon  this  platform  listening  to  me  as  I ad- 
dress you. 

establishing  the  school. 

Hon.  Ellis  G.  Evans,  the  State  Senator  from  Rolla,  who 
represented  this  district  in  1869  and  1870,  introduced  and 
passed  through  the  General  Assembly  of  Missouri  a bill  to  es- 
tablish in  South  Missouri  a mining  school,  to  be  a college  of 
the  State  University.  This  bill  provided  that  the  school  should 
be  located  by  the  Board  of  Curators,  and  that  it  be  erected 
in  the  city  or  town  that  would  donate  the  most  in  land  or 
money.  There  were  two  contestants — I ronton  and  Rolla.  In 
this  contest  Rolla  won.  The  donations  made  by  the  citizens 
of  Rolla  and  Phelps  County,  added  to  that  made  by  the  Frisco 
Railway  Company,  exceeded  by  several  thousand  dollars  the 


7 


bid  offered  by  the  people  of  Ironton,  and  the  institution  was 
awarded  by  the  Board  of  Curators  to  Rolla. 

Members  of  the  Board  of  Curators  came  to  Rolla  for  the 
purpose  of  selecting  a site.  They  visited  the  various  locations 
offered,  and  late  in  the  afternoon  they  ascended  the  hill 
south  of  Rolla  whereon  was  located  Fort  Wyman.  There 
was  on  the  Board  at  that  time,  from  the  City  of  St’  Louis,  an 
artist  by  the  name  of  Conant.  Mr.  Conant  had  an  eye  for 
the  beauties  of  nature.  When  they  had  reached  the  topr  of 
Fort  Wyman  and  had  looked  around  about  them,  the  beauties 
of  the  scenery  attracted  his  attention.  To  the  north,  across 
the  valley,  lay  the  little  village  of  Rolla ; to  the  east  and  south, 
stretching  away  in  the  distance,  were  the  hills  of  the  Ozarks ; 
while  to  the  west  the  gaze  of  the  eye  reached  almost  to  the 
water’s  edge  of  the  Gasconade.  Added  to  this  were  the  beau- 
ties of  one  of  the  most  glorious  sunsets  the  eye  of  man  had 
ever  beheld,  and  as  this  artist  Curator  stood  looking  at  this 
glorious  scene,  he  exclaimed,  “This  is  the  place.”  By  common 
consent  the  rest  of  the  Curators  agreed  with  him,  and  Fort 
Wyman  was  named  as  the  site  for  the  School  of  Mines. 

Fort  Wyman  was  at  that  time  almost  a barren  hill.  There 
were  no>  trees  to  obstruct  the  view  and  one  could  see  many 
miles  in  all  directions.  It  was  indeed  a beautiful  spot.  The 
work  was  commenced,  and  several  hundred  dollars  were  spent 
in  leveling  the  ground  and  preparing  it  for  a building  site. 
Later  on,  however,  the  Curators  looked  at  the  matter  from 
the  practical  rather  than  the  artistic  point.  The  Fort  Wyman 
site  was  abandoned  and  the  Board  purchased  from  the  school 
district  of  Rolla  the  public  school  building,  and  the  institution 
whose  anniversary  we  are  now  assembled  to  celebrate  was 
permanently  located  on  the  block  of  ground  where  the  old 
main  building  now  stands.  It  may  be  mentioned  in  this  con- 
nection that  the  Hon.  L.  F.  Parker,  in  honor  of  whom  has 
been  named  the  new  building  whose  corner  stone  will  be  laid 
this  afternoon,  was  at  that  time  a teacher  in  that  public 
school  building. 

The  Board  of  Curators  was  at  that  time,  as  it  has  been 
many  times  since,  short  of  funds,  and  it  gave  to  the  Rolla 


8 


School  District  a note  and  pledged  the  credit  of  the  State  to  its 
payment.  This  note  was  finally  paid  during  the  administra- 
tion of  Governor  Crittenden  some  ten  years  later. 

THE  SC  HOOT  OE  MINES  BUILDINGS. 

The  Rolla  Building  was  the  home  of  the  School  of  Mines 
for  fourteen  long  years,  and  the  space  of  ground  owned  and 
occupied  by  the  institution  covered  less  than  a block  of  ground. 
In  1885  the  second  building  was  erected,  the  Chemical  Labo- 
ratory, a building  much  smaller  than  the  present  one.  Four 
years  later,  in  1889,  the  Club  House  was  built.  This  was 
erected  for  the  purpose  of  furnishing  a dormitory  for  the 
students.  It  has  long  since  been  abandoned  for  that  purpose 
and  is  now  the  home  of  the  Director.  In  1895  the  Metallur- 
gical Building  was  erected.  This  is  now  used  for  mining  and 
for  the  power  plant.  A little  later,  in  1901,  this  building  in 
which  we  are  to-day  assembled,  known  as  the  Mechanical  Hall, 
was  erected.  The  largest  building  on  the  grounds,  and  the 
one  to  which  the  school  has  pointed  with  great  pride,  Nor- 
wood Hall,  was  erected  in  1902  and  1903.  In  1908  and  1909 
the  State  constructed  the  Ore-Dressing  Building.  To  these 
buildings  may  be  added  two  frame  structures  known  as  the 
Athletic  Building  and  the  Carpenter  Shop.  These  constitute 
the  buildings  of  the  School  of  Mines  as  they  exist  to-day.  On 
this  afternoon  it  will  be  our  pleasure  to  assemble  to  witness 
the  laying  of  the  corner  stone  of  Parker  Hall,  which  when 
completed  will  be  used  for  library,  administration  offices,  and 
for  an  assembly  hall. 

Director  Young,  I now  have  a very  pleasant  duty  to  per- 
form. As  we  came  into  this  building  to-day  Hon.  John  O. 
Holmes,  the  present  representative  of  Phelps  County  in  the 
Missouri  Legislature,  handed  me  this  picture  with  the  request 
that  I present  it  to  the  school.  It  is  a picture  of  the  members 
of  the  Appropriations  Committee  of  the  House  which  recom- 
mended the  appropriation  for  Norwood  Hall.  Mr.  Holmes, 
then  representing  Maries  County,  was  a member  of  that 
Committee,  and  he  gives  this  picture  to  the  School  of  Mines. 
At  his  request  and  acting  for  him  I take  great  pleasure  in 


9 


presenting  it  to  you  and  I suggest  that  it  be  hung  in  Norwood 
Hall. 

DIRECTORS  OF  THE  SCHOOL. 

The  story  of  the  school,  its  progress  and  development,  may 
be  seen,  better  than  told,  in  the  growth  of  its  buildings.  It 
would  be  impossible  to-day,  in  the  brief  time  allotted  to  me  to 
tell  you  of  the  men  who  in  various  capacities  on  the  rolls  of 
the  faculty  have  done  so  much  to  develop  and  so  much  to  add 
to  the  progress  of  the  institution.  I will,  however,  briefly  call 
your  attention  to  those  who  have  acted  in  the  capacity  of 
Director  of  the  school. 

When  the  school  was  opened  in  1871,  the  first  director 
was  Charles  P.  Williams,  who  was  succeeded  in  1877  by 
Charles  E.  Wait.  After  Mr.  Wait  came  William  H.  Echols, 
who  served  until  1891.  From  1891  to  1893  the  school  was  in 
charge  of  Professor  Elmo  G.  Harris.  From  1893  to  1897 
Walter  E.  Richards  was  Director  and  he  was  succeeded  by 
George  E.  Ladd,  who  served  until  1907.  In  1907  he  was  suc- 
ceeded by  our  present  Director,  Eewis  E.  Young.  It  would 
seem,  by  looking  over  the  history  of  this  period,  that  our 
Boards  of  Curators  were  partial  to  the  old  dominion  of  Vir- 
ginia. Not  less  than  four  of  these  Directors,  Messrs.  Wait, 
Echols,  Harris,  and  Richards,  were  graduates  of  the  Uni- 
versity of  Virginia. 

To  these  men,  as  the  head  of  the  institution,  much  praise 
must  be  given  for  their  untiring  efforts  and  their  devotion  to 
the  work  of  building  it  up  and  lifting  it  to  a higher  and  better 
plane. 

FINANCIAL  HISTORY. 

No  great  institution  can  be  conducted  without  money.  In 
this  connection  it  may  be  appropriate  to  say  a few  words  briefly 
concerning  the  funds  of  this  institution.  When  first  estab- 
lished it  received  support  from1  the  sale  of  agricultural  lands, 
and  from  such  appropriations  as  the  State  gave  it  at  the  bien- 
nial meetings  of  the  Legislature.  In  1890  the  Morrill  Fund 
was  established  by  the  National  Government,  and  the  School 
of  Mines  has  since  that  time  received  one-fourth  of  the  money 


10 


that  comes  to  the  State  from  that  source.  In  1891  there  came 
from  the  National  Government  the  sum  of  a little  less  than 
$650,000,  which  was  paid  to  the  State  as  remuneration  for 
loss  during  the  Civil  War.  This  was  given  by  the  Legislature 
upon  the  recommendation  of  Governor  Francis,  who  sits  upon 
this  platform  to-day,  as  an  endowment  to  the  State  University, 
and  the  act  specifically  provided  that  the  School  of  Mines 
should  receive  annually  one-fifth  of  the  interest  coming  from 
this  endowment.  A little  later  the  law  providing  for  the 
collateral  inheritance  tax  was  passed  and  of  this  the 
School  of  Mines  now  receives  one-fifth.  It  is  impossible 
to  overestimate  the  value  to  the  University  in  all  its  depart- 
ments of  the  collateral  inheritance  tax.  Had  it  not  been  for 
this  tax,  many  of  the  splendid  buildings  now  found  upon  the 
campus  at  Columbia  and  upon  the  campus  of  this  institution 
would  not  be  here  to-day. 

The  Legislature  of  this  State  has,  to  my  mind,  always  been 
liberal  to  its  institutions.  For  many,  many  years  it  seems  they 
did  not  appreciate  the  importance  of  keeping  up  the  educa- 
tional institutions  of  the  State,  and  the  reason  for  that  was  a 
lack  of  funds.  When  the  collateral  inheritance  tax  was 
passed  and  the  funds  were  provided  the  Legislature  at  once 
appropriated  these  funds  and  used  them,  and  we  have  seen 
rapid  development  in  the  construction  of  buildings  both  at 
Columbia  and  at  Rolla. 

My  personal  knowledge  of  this  institution  began  with  the 
Legislature  of  1891,  while  I was  serving  as  a member  of  the 
House  from  the  County  of  Laclede.  I shall  say  in  passing 
that  I was  introduced  to  the  School  of  Mines  by  one  of  its 
representatives  in  the  Missouri  Legislature.  When  I went 
to  Jefferson  City  in  January,  1891,  I had  never  been  in  Rolla, 
and  I knew  but  little  of  the  School  of  Mines,  but  I had  hardly 
reached  the  capitol  of  our  State  until  I was  met  by  the  Hon. 
W.  A.  Via,  then  representing  Phelps  County,  and  he  proceeded 
to  tell  me  all  about  the  School  of  Mines.  Phelps  County  has 
had  many  able  representatives.  I have  not  had  the  pleasure 
of  serving  with  but  one  of  them  in  the  House  of  Representa- 
tives and  I cannot  speak  of  them  all  from  a personal  stand- 


li 


point,  but  I can  say  that  the  School  of  Mines  never  had  a 
better  friend  than  the  representative  who  served  with  me  in 
the  Thirty-sixth  General  Assembly  in  the  person  of  the  Hon. 
W.  A.  Via.  In  that  Assembly  there  were  important  matters, 
the  settlement  of  which  had  much  to  do  with  the  future  of  this 
institution.  It  was  in  that  Assembly  that  we  established  the 
endowment  fund  and  placed  therein  the  $650,000  before  men- 
tioned by  me,  and  established  the  ratio  which  provided  the 
apportionment  of  the  funds  between  the  University  at  Colum- 
bia and  the  department  at  Rolla,  a ratio  which  afterwards 
became  the  basis,  and  is  to-day  the  ratio  for  the  division  of  the 
collateral  inheritance  tax  funds. 

CHANGES  IN  EACUETY  AND  COURSES  OE  STUDY. 

In  September,  1891,  I came  to  the  institution  as  a teacher 
and  for  about  seven  years  was  connected  with  it.  There 
are  now  only  three  teachers  who  were  here  when  I came, 
Professors  Wilkins,  Harris,  and  McRae.  Professor  Wilkins 
has  been  here  continuously.  Harris  and  McRae  have  each 
served  in  other  institutions  during  this  time.  Mr.  Harris 
went  to  Philadelphia  and  Air.  McRae  to  the  University  of 
Texas,  but  both  came  back.  This  proves  that  when  once  a 
man  gets  inoculated  with  the  hospitality  of  Old  Missouri  it  is 
impossible  for  him  to  stay  away.  Since  1891  I have  been  in 
one  way  and  another  intimately  associated  with  the  School 
of  Mines.  When  I first  came  here,  twenty  years  ago,  there 
were  but  three  buildings  on  the  grounds.  I have  already 
called  your  attention  to  the  advancement  along  that  line. 

To  my  mind  the  greatest  development  that  has  come  to 
the  School  of  Mines  has  been  in  the  character  of  its  students, 
and  in  the  class  of  work  done  by  the  institution.  I can  best 
illustrate  this  by  my  own  experience  and  observation.  More 
than  twenty-five  years  ago  I entered  the  University  at  Columbia. 
At  that  time  they  were  teaching  in  that  institution  the  common 
school  branches.  Of  course,  they  were  teaching  the  higher 
branches,  but  the  work  was  not  confined  to  university  work. 
A large  part  of  it  was  the  same  character  of  work  that  is  now 
done  in  the  high  schools.  They  had  there  at  that  time  what 


12 


was  known  as  the  preparatory  department,  and  young  men 
and  women  were  actually  studying  in  the  University  of  Mis- 
souri in  1880,  arithmetic,  grammar,  United  States  history, 
civil  government,  and  studies  of  that  character.  All  that 
has  been  changed.  These  subjects  have  been  eliminated.  The 
University  to-day  is  a University  in  fact,  as  well  as  in  name. 
What  is  true  of  the  mother  institution  is  also  true  of  this 
institution.  Twenty  years  ago  and  prior  to  that  time  much 
of  the  work  done  in  the  School  of  Mines  was  of  an  elementary 
character.  The  academic  work  was  made  an  important  factor. 
Young  men  and  young  women  were  encouraged  to  enter  the 
School  of  Mines  for  the  purpose  of  studying  academic  sub- 
jects. To-day  the  situation  is  changed.  This  institution  has 
been  made  a technical  institution,  and  only  those  are  encour- 
aged to  come  here  who  are  seeking  to  take  a technical  course. 
Engineering,  both  Civil  and  Mining,  has  been  made  the 
prominent  feature.  The  result  is  that  our  institution  has  risen 
in  its  reputation,  and  the  character  of  its  students,  as  they  have 
gone  abroad,  has  made  the  institution  what  it  is  to-day. 

IMPROVED  EQUIPMENT. 

Took  at  the  progress  in  equipment.  In  1892  the  institu- 
tion had  but  one  7 horse-power  steam  engine,  which  was  pur- 
chased secondhand  from  the  “Old  Creamery”  when  it  went 
out  of  business,  and  with  this  engine  were  operated  the  wood 
shop,  a small  electric  light  plant,  and  a dynamo  laboratory. 
To-day  we  have  a magnificent  power  plant  operating  machin- 
ery in  three  large  buildings,  a metallurgical  laboratory,  an 
ore-dressing  department,  each  equipped  with  the  best  and  most 
modern  machinery  that  can  be  had ; physical  laboratory, 
chemical  laboratory,  and  machine  shops,  all  magnificently  and 
thoroughly  equipped. 

Then,  the  water  works  consisted  of  a cistern,  a tin  bucket, 
and  a rope ; now,  we  have  a deep  well,  and  water  in  every 
building.  Then,  the  heating  plant  consisted  of  a small  hot-air 
furnace  and  coal  stoves ; now,  we  have  a complete  and  modern 
plant.  Then,  we  had  a small  unkept  campus  with  board  and 
cinder  walks,  enclosed  by  a board  fence;  now,  behold  the 


13 


beauties  of  our  campus,  covered  with  trees,  traversed  with 
granitoid  walks,  and  enclosed  by  a stone  and  iron  fence. 

To  give  you  some  idea  of  the  growth  of  this  institution, 
I would  call  your  attention  to  the  fact  that  in  1891,  when  I 
first  knew  the  school,  we  had  here  a very  faithful  man,  whom 
we  designated  as  janitor.  He  had  all  the  work  to  do  himself, 
cleaned  the  buildings,  took  care  of  the  yard,  built  the  fires, 
and  was  man  of  all  trades  about  the  grounds.  He  has  been 
with  us  for  twenty  long  years.  He  is  with  us  to-day.  We  no 
longer  call  him  janitor.  He  is  designated  now  as  Superintend- 
ent of  Buildings  and  Grounds,  and  has  working  under  him,  reg- 
ularly employed,  not  less  than  a dozen  active,  vigorous  men.  I 
refer  to  our  faithful  friend,  Superintendent  of  Buildings  and 
Grounds,  Robert  R.  Dickerson.  We  know  him  familiarly  as 
“Bob,”  and  no  one  ever  connected  with  the  school  stands 
higher  in  the  esteem  of  both  faculty  and  student  corps  than 
does  “Our  Bob.” 

SUCCESS  OF  ALUMNI. 

Upon  the  student  body  depends  the  character  of  the  insti- 
tution and  upon  the  reputation  of  the  men  that  go  out  from 
its  doors  depends  the  reputation  of  the  institution.  If  you 
would  go  with  me  to-day,  and  it  were  possible  for  us  on  this 
anniversary  day  to  visit  the  various  parts  of  the  country,  we 
would  find  everywhere  men  who,  in  years  gone  by,  have 
been  students  of  this  institution.  From  the  icy  coasts  of 
Alaska  on  down  through  the  western  part  of  our  country  into 
Old  Mexico,  across  Central  America,  on  into  Chili  and  Brazil, 
and  clear  to  the  frozen  coast  of  extreme  South  America,  are 
scattered  men  who  went  forth  as  engineers  from  this  great 
institution.  Not  only  are  they  scattered  all  over  the  Western 
Continent,  but  they  are  found  on  the  Eastern  Continent,  in 
Europe,  in  Asia,  and  even  in  Africa.  The  Englishman  boasts 
that  the  sun  never  sets  on  English  soil.  To-day,  after  a 
life  of  forty  years,  the  School  of  Mines  may  equally  boast 
that  the  old  sun  is  forever  shining  upon  some  one  of  her 
students,  who  has  gone  forth  from  these  walls  to  practice  his 
profession  in  all  parts  of  the  world. 


14 


The  future  of  this  institution  is  determined.  With  these 
men  in  the  field  putting  into  effect  the  knowledge  they  gained 
here,  working  with  their  hands  and  their  brains  in  the  develop- 
ment of  the  country  wherein  they  are  located,  and  with  their 
hearts  filled  full  of  love  for  their  Alma  Mater,  they  themselves 
will  make  the  future  of  this  institution  secure;  and  as  the 
years  come  and  the  years  go  they  will  be  the  instrumentalities 
that  will  fill  these  spacious  buildings  with  students,  who  in 
their  turn  will  go  forth  to  do  the  work  that  they  have  chosen. 

PROFESSIONAL  STANDARDS. 

In  conclusion  I want  to  say  that  to  my  mind  there  is  but 
one  thing  needed  to  insure  the  future  progress  and  develop- 
ment of  this  school.  I have  always  been  one  of  those  who 
favored  raising  the  standard  of  the  students  that  were  ad- 
mitted here.  I have  always  favored  making  this  institution  a 
great  technical  institution,  and  doing  here  only  the  work 
of  a technical  school.  I want  to  see  that  idea  continued  and 
I want  to  see  this  made  the  greatest  engineering  school  of 
the  country ; and  it  is  my  desire  that  the  Board  of  Curators 
shall  give  to  this  institution  every  opportunity  within  its  power 
to  develop  the  Mining  Engineer,  the  Civil  Engineer,  the  Elec- 
trical Engineer,  the  Mechanical  Engineer,  the  Metallurgist, 
and  by  so  doing  encourage  the  young  men  not  only  of  Mis- 
souri, but  of  other  States,  to  come  here  and  to  seek  here  that 
knowledge  along  these  lines  which  will  equip  them  for  the 
labors  of  their  chosen  profession. 

I read  not  long  ago  of  a gentleman  who  was  asked  how  his 
boy  was  getting  along  at  college.  He  replied  that  he  was 
getting  along  fine.  “Why,”  he  said,  “he  has  written  me  a 
letter  and  I find  that  he  has  hammered  himself  into  the  base- 
ball team,,  he  has  kicked  himself  into  the  football  team,  he  has 
sung  himself  into  the  glee  club,  he  has  racqueted  himself  into 
the  tennis  tournament,  he  has  picked  his  way  into  the  mando- 
lin club,  and  he  has  talked  the  faculty  into  giving  him  another 
trial  in  his  examinations.”  This  illustrates  somewhat  the 
phase  of  modern  life  in  the  college.  I am  one  of  those  who 
believe  in  athletic  sports,  and  I am  glad  to  see  the  progress 


15 


that  has  been  made  in  the  School  of  Mines  along  this  line. 
I assisted  in  laying  out  the  first  baseball  diamond  that  was 
laid  in  what  is  now  the  Jackling  Field.  Professor  Harris  and 
I marked  out  the  first  tennis  court.  I did  not  have  anything 
to  do  with  the  beginning  of  football,  but  I rejoice  with  others 
in  the  progress  of  all  athletic  sports;  and  when  they  are  con- 
ducted as  they  should  be  and  young  men  are  made  to  under- 
stand that,  in  order  to  participate,  they  must  have  a certain 
amount  of  proficiency  in  their  work,  it  will  do  good,  it  will 
encourage  the  college  spirit,  it  will  increase  the  love  of  the 
student  for  his  Alma  Mater,  and  it  will  result  in  permanent 
good  to  the  institution. 

I congratulate  this  institution,  after  forty  years  of  vigorous 
life,  on  its  present  attainments,  and  I hope  that  it  will  make  as 
much  progress  in  the  coming  years  as  it  has  made  in  the  years 
that  have  gone  by. 


16 


Congratulations  of  the  Alumni 

Gustavus  A.  Duncan,  C.  E.,  E.  M. 

Class  of  1874 

FEW  of  those  who  shall  en- 
gage in  this  anniversary 
can  get  from  it  a fuller  ap- 
preciation of  the  vigorous 
growth  of  our  School  of  Mines,  or 
more  enthusiastic  pride  in  its  phys- 
ical appointments,  its  faculty,  and 
the  good  results  of  this  combina- 
tion, than  could  the  writer,  who  at- 
tended the  dedicatory  ceremonies  of 
The  Missouri  School  of  Mines  and 
Metallurgy  and  became  its  first  ma- 
triculated student  forty  years  ago. 
One  of  the  most  impressive  moments  of  that  occasion  was 
when,  during  the  address  of  the  Chairman  of  the  Board  of 
Curators,  he  turned  to  Dr.  Charles  P.  Williams,  the  first  Direc- 
tor of  the  school,  and,  after  an  impressive  pause,  said,  “We 
now  demand  of  you  success.” 

There  were  no  stronger  words  than  those  in  the  addresses 
of  that  day  forty  years  ago,  and  I know  of  no  better  impera- 
tive demand  that  can  be  urged  upon  the  young  men  of  the 
school  who  are  now  surrounded  by  such  an  inviting  equipment 
for  preparation  for  great  achievement. 

I would  say  to  those  young  men,  that  the  loving  hope  of 
the  folks  at  home,  the  happiness  of  the  wife  whom  we  hope 
will  be  won,  the  pride  of  the  children  in  their  father’s  name, 
their  own  deep  satisfaction,  the  strong  desire  of  their  instruc- 
tors, the  needs  of  their  country  and  the  honor  of  our  Alma 


17 


Mater,  all  unite  in  this  appeal  to  the  best  there  is  in  them, 
“We  now  demand  of  you  SUCCESS.” 

With  much  regret  because  of  my  necessary  absence,  with 
great  pride  and  pleasure  in  the  present  attainments  of  our 
school,  and  with  the  largest  faith  in  its  future  strength  and 
usefulness,  I extend  my  most  hearty  congratulations. 


18 


Congratulations  of  the 
Departments  at  Columbia 

Dean  Walter  Williams,  LL.  D. 

Dean  of  the  School  of  Journalism 

MY  part  in  this  celebra- 
tion is  a brief  but  pleas- 
ant one — to  bring  to  the 
School  of  Mines  and 
Metallurgy  the  felicitations  of  the 
other  divisions  of  the  Univer- 
sity of  Missouri.  I am  to  speak 
for  the  other  members  of  the 
family. 

Much  may  be  assumed  among 
kinsfolk  who  grow  to  forty  years 
old  together. 

It  may  be  assumed,  perhaps,  that 
in  growth  from  infancy  there  have  been  differences  and  family 
jars;  that  unpleasant  things  have  been  said  and,  if  said,  cer- 
tainly sorrowed  for ; that  there  have  been  growing  pains ; that 
the  legislative  appropriation  table,  with  all  too  scanty  pro- 
vision sometimes,  has  not  always  sufficed  to<  give  white  meat 
and  gravy  to  every  member  of  the  family,  but  occasionally 
to  some  only  wings  and  necks  and  no  gravy  at  all. 

It  may  be  assumed,  assuredly,  that  of  every  successful 
achievement  of  any  member  of  the  family  all  the  members  of 
the  family  are  proud.  Are  not  all  engaged  in  the  same  high 
calling?  Are  not  all  bound  up  together  in  the  sure  bundle 
of  public  service?  “And  whether  one  member  suffer,  all  the 
members  suffer  with  it;  or  one  member  be  honored,  all  the 
members  rejoice  with  it.” 


19 


For  all  the  good  accomplished  in  the  four  decades  of  your 
history — so  well  set  forth  in  the  address  of  our  friend,  Con- 
gressman Rubey — for  all  achieved  in  the  important  work  to 
which  the  School  of  Mines  is  pledged,  I bring  you  the  con- 
gratulations of  your  nearest  kinsman.  We  rejoice  with  you 
in  your  attainment  to  this  good  day. 

It  is  a noble  privilege  to  assist,  in  whatever  way,  towards 
training  for  honorable,  useful  pursuit.  Inadequate  is  the  pub- 
lic education,  in  my  opinion,  which  willingly  stops  short  of 
vocation — which  makes  only  good  men,  not  men  who  are  good 
for  something. 

It  is  a nobler  privilege  to  assist,  in  whatever  way,  while 
training  for  honorable,  useful  pursuit,  to  educate  to  a larger 
leadership  in  public  service.  That  school,  child  of  the  State, 
best  serves  the  State,  which,  while  educating  unto  practical, 
personal  profit,  the  individual  settlement  of  the  bread-and- 
butter  problem  by  making  skilled  the  hands  and  clear  and 
keen  the  brain,  teaches  also  and  all  the  while  that  the  service 
of  the  public  is  the  educated  man’s  first  care.  This  is  the 
noblest  privilege — to  train,  at  the  State’s  command,  in  the 
State’s  behalf,  her  children  unto  the  public  good — to  take 
dollars  from  the  treasury  of  the  commonwealth,  to  give  back 
lives  to  enrich  the  commonwealth. 

In  the  name  of  the  other  members  of  the  family,  I give 
you  congratulation  upon  this  milestone  reached  by  you  in 
the  family’s  life. 

May  the  institution  which  crowns  this  hill  hold  ever  aloft 
the  torch  of  learning  to  the  people’s  good.  May  Curators, 
president,  director,  faculty,  and  students  conspire  together 
to  this  end. 

To  you  all — which  is  hallowed  Missouri  phrase — to  you 
all,  greeting  and  Godspeed ! 


20 


Congratulations  of  Missouri 
Colleges 

John  Priest  Greene,  D.  D.,  LL.  D. 

President  of  William  Jewell  College 

IT  gives  me  great  pleasure  to  be 
here  this  morning  and  I feel 
it  an  honor  to  represent  the 
colleges  of  Missouri  on  this 
occasion. 

We  all  have  a great  interest  in 
our  great  State  University,  and  I 
may  say  that  we  have  a special  in- 
terest in  this  department  of  the 
University,  The  School  of  Mines. 
We  rejoice  in  the  growth  of  this 
school  from  year  to  year  and  feel 
very  happy  that  you  jnow  have 
such  a fine  equipment  and  such  an  able  and  devoted  faculty. 

Missouri  is  a great  State  in  many  ways.  She  produces 
many  of  the  valuable  things  of  the  earth,  and  in  some  of  these 
things  she  excels.  I shall  not  pause  long  to  mention  her  agri- 
cultural and  poultry  products,  nor  shall  I dwell  for  any  length 
of  time  on  her  mules,  though  I might  do  so  very  appropri- 
ately. 

This  school  reminds  us  that  Missouri  is  a great  mining 
State.  We  have  many  kinds  of  metals  and  our  mining  inter- 
ests are  still  in  their  infancy.  We  are  expecting  the  School 
of  Mines  to  do  a great  deal  in  the  future  for  the  development 
of  these  hidden  resources.  They  should  be  brought  to  light 
and  put  into  use ; and  the  men  trained  here  will  take  upon 
themselves  this  great  work.  All  of  our  colleges  ought  to  send 


21 


men  here  to  be  trained  for  this  good  work.  I rejoice  that 
William  Jewell  is  well  represented. 

But,  after  all,  the  best  thing  Missouri  has  is  her  young 
people.  Of  course,  girls  are  as  good  as  boys,  if  not  better, 
and  their  education  is  of  the  highest  importance  to  our  State. 

But  here  and  now  we  are  thinking  about  our  boys,  and  espe- 
cially the  boys  that  are  going  to  lead  in  the  development  of 
our  mineral  resources.  They  are  the  head  not  only  of  our 
lead  and  iron  and  zinc,  but  also  of  our  government  and  of 
our  schools  and  of  our  churches.  I congratulate  the  School 
of  Mines  on  having  such  a fine  body  of  these  young  fellows 
and  I congratulate  them  on  the  men  that  are  here  to  train 
them  for  future  usefulness. 

I am  sure  I speak  for  all  our  colleges  when  I say  that  the 

School  of  Mines  has  their  good  will  and  their  best  wishes 
for  great  success.  Tet  me  say  for  myself,  as  I take  my  seat, 
if  you  do  half  as  well  as  I wish  you,  you  will  do  mighty  well. 

22 


Congratulations  on  Behalf  of  the 
Schools  of  Missouri 

By  Honorable  W.  P.  Evans 

State  Superintendent  of  Public  Schools 

IT  is  a pleasure  to  convey  the 
congratulations  of  the  State 
Department  of  Education  to 
this  branch  of  the  University 
which  we  regard  as  the  crown  of 
our  Stale’s  great  system  of  educa- 
tion. You  are  to  be  congratulated 
on  the  number  of  young  men  who 
secure  the  benefits  of  this  institu- 
tion; on  the  long  line  of  eminent, 
devoted  teachers  who  have  so  suc- 
cessfully wrought!  here.  You  are 
further  to  be  congratulated  on  the 
services  of  so  many  disinterested  public-spirited  gentlemen, 
who  have  so  successfully  cared  for  your  welfare,  and  par- 
ticularly on  the  services  of  the  one  in  whose  memory  we  are 
gathered  here  to-day.  We  are  also  glad  to  congratulate  you 
on  this  birthday  anniversary,  and  since  the  age  you  have  now 
attained  is  commonly  associated  with  a certain  degree  of 
roundness,  we  congratulate  you  on  having  attained  the  age  of 
forty  in  fair  and  fat  Missouri.  The  recognition  extended  to 
the  worth  of  the  efforts  of  her  State  educational  institutions 
by  Missouri  and  the  degree  of  prosperity  that  has  crowned 
the  efforts  of  the  friends  of  this  institution,  seems  to  indicate 
that  this  is  an  auspicious  time  to  make  some  mention  of  a 
movement  launched  by  certain  friends  of  public  education. 


STRAUSS 


The  schools  of  Missouri  are  rapidly  advancing.  The  high 
schools  all  over  the  State  are  drawing  more  and  more  stu- 
dents. The  steadily  rising  waves  of  prosperity  furnish  the 
means  and  the  increasing  complexity  of  life  and  of  social  con- 
ditions gives  the  motive  and  the  ever  fiercer  pulse  of  compe- 
tition creates  the  need  for  this  demand  for  higher  training. 
These  young  people  respond  to  the  demand  for  the  skilled 
hand,  the  trained  eye,  the  acute  mind,  and  press  on  into  schools 
like  this  in  constantly  increasing  numbers. 

The  parents  in  their  efforts  to  meet  this  cry  of  the  tim'es 
are  constantly  opening  more  high  schools  to  provide  for 
these  ambitious  youths  still  too  tender  to  trust  far  from  the 
home.  The  natural  parental  yearning  to  prolong  the  child’s 
stay  at  home  seconds  these  steps  and  as  a result  we  hear  the 
steadily  increasing  cry  for  more  and  better  schools. 

These  conditions  seem  to  account  in  large  measure  for  a 
well  marked  feature  of  this  period.  There  is  an  unrest,  a 
strong  dissatisfaction  with  present  conditions  and  a clamor 
for  change  and  advancement.  People  are  cheerfully  incur- 
ring greater  expense  and  demanding  greater  returns.  They 
are  taking  time  to  examine  existing  conditions  and  devising 
more  careful  means  for  the  disbursement  of  the  public  funds. 
Some  striking  legislation  was  enacted  recently  looking  toward 
better  qualified  teachers  and  wiser  distribution  of  school 
money. 

The  heavy  vote  last  year  to  give  a permanent  income  to 
the  State  University  was  no  doubt  a manifestation  of  the 
same  general  advance  along  educational  lines.  Some  school 
men  have  devised  a plan  for  a similar  appeal  to  the  voters  at 
the  next  election.  They  propose,  however,  to  make  the  appeal 
broader  and  to  interest  more  groups  of  voters.  In  this  new 
scheme  it  is  proposed  to  provide  even  more  abundantly  for  the 
University  and  to  give  the  other  State  educational  institu- 
tions a permanent  income.  In  addition  to  this  a fund  is  to 
be  created  for  the  aid  of  communities  too  poor  to  furnish 
proper  educational  opportunities,  and  for  the  aid  of  high 
schools  struggling  to  maintain  work  along  the  newer  lines, 
such  as  manual  training,  domestic  science,  and  agriculture. 


24 


Such  a measure,  submitted  under  the  initiative  and  refer- 
endum, would  surely  have  a wide  appeal.  Not  only  the  city 
man  who  has  graduated  from  the  University,  and  the  great 
number  of  graduates  of  the  \arious  normal  schools,  but  the  vil- 
lage school  board  member  who  is  at  his  wits’  end  to  find  the 
necessaries  of  life  for  his  school,  would  also  respond  to  its  call. 

From  this  fund  money  could  be  taken  to  aid  communities  in  the 
seven  counties  of  the  State  where  because  of  sparsity  of 
population  or  other  reasons  no  adequate  provision  can  now  be 
made  for  a four-year  high  school  course.  The  American  idea 
of  equality  of  opportunity  will  impel  many  to  support  a meas- 
ure putting  opportunity  within  the  reach  of  the  hundreds  of 
young  people  in  these  counties  who  are  now  condemned  to 
get  along  without  it.  It  is  well  known  that  the  State  revenue 
is  now  insufficient  for  the  calls  made  upon  it  and  many  have 
been  mortified  to  see  the  representatives  of  the  educational 
interests  of  the  State  praying  the  distracted  chairman  of  the 
appropriations  committee  for  the  necessaries  of  life.  Such 
men  as  these  will  gladly  respond  to  a move  for  an  educational 
tax.  When  such  a tax  is  once  secured  the  rapidly  increasing 
wealth  of  the  State  may  be  depended  upon  to  produce  ample 
funds  for  future  educational  expansion. 

25 


Congratulations  on  Behalf  of  the 
Engineering  Profession 

By  John  Lyle  Harrington,  C.  E.,  M.  S. 

Consulting  Engineer 

SINCE  the  beginning  each 
generation  has  had  its  en- 
gineers. The  savage  who 
felled  a tree  across  a stream 
or  placed  stepping  stones  in  the 
water  was  the  engineer  of  his  peo- 
ple ; and  it  is  recorded  in  the  fourth 
chapter  of  the  first  Book  that  Tu- 
bal-cain  was  a worker  in  brass,  the 
metallurgical  engineer  of  his  day. 
As  civilization  advanced  the  en- 
gineer of  succeeding  epochs  de- 
voted himself  almost  entirely  to  en- 
ginery of  war,  because,  according  to  our  historians,  the  chief 
business  of  man  was  to  wage  war  upon  his  brother,  and  the 
rewards  in  that  field  were,  no’  doubt,  the  greatest. 

The  first  civil  engineering  of  consequence  was  done  by  the 
Romans  in  the  construction  of  aqueducts,  bridges,  and  roads  : 
but  even  the  bridges  and  roads  were  built  chiefly  for  military 
purposes.  Mining  was  carried  on  chiefly  for  the  purpose  of 
providing  the  implements  and  the  sinews  of  war. 

Thus  the  military  engineer  dominated,  and  the  civil  en- 
gineer, using  that  term  in  its  broad  sense,  was  little  more  than 
an  artisan,  until  the  invention  of  the  steam  engine  provided 
the  means  of  carrying  on  operations  which,  until  that  time, 
were  substantially  beyond  the  pygmy  power  of  men  and  ani- 
mals. With  the  invention  of  Watt  began  the  great  growth  of 


26 


that  group  of  sciences  which  has  literally  transformed  the 
world;  to  use  a classic  definition,  “that  species  of  knowledge 
which  constitutes  the  profession  of  Civil  Engineer,  being  the 
art  of  directing  the  great  sources  of  power  in  Nature  for  the 
use  and  convenience  of  man,  as  the  means  of  production  and 
of  traffic  in  states  both  for  external  and  internal  trade,  as  ap- 
plied in  the  construction  of  roads,  bridges,  aqueducts,  canals, 
river  navigation,  and  docks,  for  internal  intercourse  and  ex- 
change, and  in  the  construction  of  ports,  harbors,  moles,  break- 
waters, and  lighthouses,  and  in  the  navigation  by  artificial 
power  for  the  purposes  of  commerce,  and  in  the  construction  of 
machinery,  and  in  the  drainage  of  cities  and  towns.”  Since  this 
broad  definition  was  written,  less  than  a hundred  years  ago,  the 
material  development  of  the  world  has  been  greater  than  in  al] 
the  previous  centuries,  and  m the  course  of  that  development 
the  profession  of  civil  engineer,  as  thus  distinguished  from 
that  of  military  engineer,  has,  because  of  the  great  breadth  of 
the  field1,  been  differentiated  into  civil,  mechanical,  electrical, 
mining,  chemical,  heating  and  ventilating,  and  many  other 
branches  of  engineering,  each  of  such  depth  and  scope  as  to 
call  for  all  the  energy  and  capacity  of  the  engineer  devoted 
to  any  one  of  them. 

Until  men  began  to  use  “the  great  sources  of  power  in 
Nature,”  the  engineer  was  nothing  more  than  an  artisan  es- 
pecially skilled,  and  the  differentiation  was  slow  for  a long 
time;  but  as  the  scientific  elements  in  the  engineer’s  work 
developed,  as  the  laws  of  physics  and  mechanics  and  chemistry 
and  metallurgy  came  to  be  understood  and  used,  the  profession 
of  engineering  came  to  be  recognized,  along  with  medicine, 
divinity,  war,  and  law,  as  one  of  the  learned  professions. 

About  a century  since  special  schools  began  to  be  estab- 
lished for  the  purpose  of  teaching  the  particular  sciences  em- 
ployed by  the  engineer  and  their  application  to  the  work  of 
the  material  development  of  the  world;  and  the  manifest  su- 
periority of  the  training  afforded  by  these  schools  over  that 
obtainable  by  apprenticeship  or  other  empirical  means  led 
to  the  establishment  within  the  last  half  century  of  a great 
number  of  well-organized,  well-equipped  engineering  schools. 

27 


Until  recently  England  has  depended  chiefly  upon  an  appren- 
ticeship system  for  the  education  of  her  engineers ; and,  ac- 
cording to  the  Mosely  Commission,  which  Parliament  set  to 
examine  into  the  matter,  the  retention  of  this  system  has  been 
chiefly  responsible  for  the  failure  of  England  to  keep  pace 
with  this  country,  France,  and  Germany  in  the  greater  portion 
of  those  industries  which  are  dependent  upon  the  work  of  the 
engineer. 

The  report  of  the  Mosely  Commission  thus  exposed  to  the 
world,  what  thoughtful  men  have  long  understood,  how  largely 
the  life  of  nations  at  the  present  day  is  dependent  upon  the 
engineer.  The  mining  of  coal,  iron,  copper,  lead,  zinc,  nickel, 
and  the  precious  metals  and  the  manufacture  of  aluminum  ; 
the  transportation  of  both  natural  and  manufactured  products 
by  land  and  water,  and  the  construction  and  maintenance  of 
the  means  of  transportation;  the  building  of  roads  and  streets 
and  bridges ; the  construction  of  sewers  and  waterworks  and 
gas  and  electric  lighting  plants,  and  the  building  and  operation 
of  the  electric  railway,  which  have  so  greatly  improved  the 
methods  of  urban  life  and  the  construction  of  cities;  the  har- 
nessing of  streams  and  the  transmission  of  their  power  hun- 
dreds of  miles  to  do  the  work  of  an  infinite  number  of  men ; 
the  development  of  agricultural  machinery  which  has  enabled 
the  efforts  of  half  of  the  population  to  feed  the  whole  better 
than  it  was  ever  fed  before,  and  left  the  other  half  to  produce 
the  conveniences,  comforts,  and  luxuries  of  life;  these  and  an 
endless  variety  of  other  activities  of  mankind  are  all  dependent 
upon  the  work  of  the  engineer.  The  demand  for  engineers 
has  thus  of  necessity  kept  pace  wtih  the  material  development 
of  the  world ; and  the  growth  of  the  engineering  schools,  in 
number,  size,  equipment,  and  efficiency,  has,  in  this  country, 
Germany,  and  France,  at  least,  substantially  met  the  need  for 
well-trained,  self-reliant,  and  competent  engineers;  men  whose 
scientific  attainments  enable  them  to  attack  the  great  problems 
in  the  country’s  development  with  the  assurance  and  funda- 
mental understanding  of  the  means  necessary  for  highly  satis- 
factory solution,  yet  with  the  practical  common  sense  which  en- 
sures useful  as  well  as  scientific  results. 


28 


The  great  development  in  engineering  and  in  engineering- 
education  h-as  taken  place  within  the  life  of  the  Missouri 
School  of  Mines  and  it  is  gratifying  to  realize  that  the  State 
of  Missouri,  then  devoted  almost  entirely  to  agriculture  and 
trade,  looked  so  far  into  the  future  as  to  see  and  to  provide 
for  the  engineering  needs  of  this  generation.  This  institution, 
a pioneer  in  the  Middle  West,  has  sent  forth  many  men  who 
have  won  renown,  and  many  others,  who  serve  with  less 
distinction,  perhaps  in  a smaller  field,  but  who  constitute  the 
body  of  the  professional  army,  and  are  no  less  worthy  of  hearty 
appreciation  and  respect. 

But  what  has  been  accomplished  is  only  an  earnest  of  the 
future.  With  splendid  buildings  and  equipment,  loyal  alumni, 
and  able,  earnest  faculty,  self-sacrificing  and  devoted  to  the 
work,  and  with  the  adequate  support  of  the  State,  the  Mis- 
souri School  of  Mines  is  assured  of  a brilliant  future,  a future 
of  development  and  usefulness  of  the  highest  order.  The 
school  is  to  be  congratulated  upon  its  splendid  achievements, 
its  present  excellent  position,  and  its  promising  future,  and 
the  people  of  the  State  are  even  more  to  be  congratulated  upon 
the  possession  of  this  institution. 


29 


Congratulations  on  Behalf  of 
American  Mining  Schools 

By  Erasmus  Haworth,  Ph.  D. 

President  of  the  National  Association  of  State  Mining  Schools 

LIBRARIES  are  a necessary 
evil  for  all  modern  schools 
of  education.  They  are  an 
evil,  because  they  consume 
space  and  funds,  and  the  time  of 
all  who  use  them.  They  are  nec- 
essary, because,  first,  the  mind  of 
man  is  so  constituted  that  it  cannot 
retain  all  the  facts  and  ideas 
brought  before  it,  and,  therefore, 
it  is  necessary  for  our  well-being 
that  some  convenient  reminder  be 
kept  ready  at  hand ; and,  second, 
because  much  time  may  be  saved  by  reducing  our  thoughts 
to  cold  type  and  preserving  them  in  printed  form  in  order 
that  the  many  may  receive  and  understand  them,  even  in  the 
remote  corners  of  the  earth,  rather  than  the  few  who  may 
chance  to  hear  our  voices. 

The  printing  press,  therefore,  has  become  the  greatest 
factor  in  modern  education.  By  it,  every  fact  in  history,  every 
new  conception  of  man,  may  be  reduced  to  a form  of  stability 
and  placed  within  the  reach  of  all.  A library  may  contain 
practically  everything  which  has  been  discovered  and  every 
thought  worth  preserving  from  the  great  minds  throughout 
all  time.  And  fortunate  is  the  young  man  whose  lot  is  so  cast 
that  he  may  have  at  his  command,  and  for  his  use,  a good 
supply  of  the  best  books  containing  the  best  knowledge  given 
out  by  the  best  men  throughout  the  past.  We  must  have 


30 


these  libraries  for  ready  reference,  because  details  cannot  be 
held  in  mind,  due  to  our  mental  frailties.  We  must  have 
these  libraries  for  ready  reference,  because  material  new  to 
us  is  contained  therein,  although  not  new  to  others.  We  must 
have  these  libraries  because  the  many  would  learn  the  same 
facts  at  the  same  time,  thus  we  save  duplication  of  present- 
ment and  conserve  the  energies  of  the  teacher  and  multiply  the 
opportunities  of  the  student. 

This  great  School  of  Mines  is  to  be  congratulated  upon 
this  occasion  for  the  magnificent  building  soon  to  become  an 
integral  part  of  her  existence.  Good  men  always  rejoice  in 
the  good  fortune  of  others.  In  common  with  the  thousands 
of  teachers  and  students  in  the  mining  schools  of  America,  it 
affords  me  unbounded  pleasure  to  congratulate  this  School  of 
Mines,  her  teachers,  her  students,  and  the  unnumbered  multi- 
tude of  those  who'  are  to  come  after  you;  to  congratulate  you 
on  account  of  this  great  good  fortune  that  has  been  brought 
to  you ; to  congratulate  you  on  account  of  the  kindly  disposi- 
tion manifested  by  others  who  have  shown  an  interest  in  your 
work  and  in  your  welfare;  to  congratulate  you  for  the  good 
fortune  this  portends  for  the  future  for  all  the  great  citizen- 
ship of  the  great  State  of  Missouri,  and  your  neighbors  and 
strangers  who  may  be  found  within  your  gates. 

I cannot  miss  this  opportunity,  however,  to  sound  a gentle 
warning,  lest  it  be  concluded  by  some  that  the  attainment  of 
a great  library  is  the  ultra  to  be  desired.  Great  as  your  library 
may  become,  extensive  as  your  use  of  the  same  may  be  from 
generation  to  generation,  helpful  as  it  doubtless  will  be  to  all 
who  peruse  its  treasured  volumes,  a library  is  not,  and  never 
can  be,  the  greatest  that  is  within  the  reach  of  man.  He  who 
builds  a library  as  an  end  to  be  accomplished,  he  who  uses  a 
library  as  the  acme  of  his  desire,  may  possibly  live  and  die, 
without  materially  doing  good  to  his  fellow  man.  I know  of 
no  higher  standard  by  which  to  gage  the  advance  of  civiliza- 
tion than  that  which  will  measure  the  extent  of  our  ability  to 
use  the  forces  of  Nature  for  our  welfare.  It  is  a long  cry  from 
savagery  to  our  modern  civilization ; it  has  required  many 
thousands  of  years  for  the  most  intelligent  peoples  of  the 


31 


earth  to  compass  this  span,  and  fortunate  are  we  that  the  time 
of  our  being  is  the  present  rather  than  the  past.  It  may  not 
be  amiss  on  this  happy  occasion  to  ask : Why  is  it  that  we 
are  blessed  to  a greater  degree  than  our  ancestors,  thousands 
of  years  ago?  All  will  agree  that,  principally,  it  is  because 
little  by  little  man  has  been  able  to  learn  the  mysteries  and 
forces  of  Nature,  and  apply  them  to  his  needs,  until,  at  the 
present  time,  not  only  our  bodily  comforts  are  provided,  but 
the  higher  aspirations  of  our  souls  in  a measure  are  satisfied. 
What  are  the  real  crucial  points  in  the  actions  of  our  ancestors 
which  have  made  for  the  greatest  good  in  bringing  about  the 
fortunate  conditions  of  the  present  time?  Have  they  consisted 
entirely  in  the  handing  down  from  generation  to  generation 
that  which  was  known  before  them,,  the  mere  work  of  the 
teacher?  No,  a thousand  times,  no.  But  rather,  in  penetrat- 
ing the  mysterious  unknown  by  proper  application  of  the 
known,  and  thereby  pushing  back,  farther  and  farther,  the 
wall  which  separates  the  known  from  the  unknown.  Happy 
may  he  be  who  is  a teacher  in  the  truest  and  broadest  sense 
of  the  term,  who  helps  to , carry  the  knowledge  possessed  by 
a few,  and  to  disseminate  it  amongst  the  many.  But  far 
more  to  be  envied  is  he  who  has  the  ability  and  the  opportunity 
and  the  disposition  to  gather  a few  new  truths,  previously 
unknown  to  man,  and  scatter  them  broadcast  amongst  his  fel- 
low men.  Just  one  more  little  fact  of  Nature  unknown  before, 
just  one  more  little  truth  of  Nature’s  laws  brought  from  the 
unknown  and  made  available  to  man,  makes  a life  worth  living, 
and  he  who  has  accomplished  it  has  not  lived  in  vain. 

I would  sum  up,  therefore,  the  thoughts  already  expressed, 
by  congratulating  all  of  us  that  another  repository  of  knowl- 
edge is  to  be  opened  where  will  be  preserved  and  made  avail- 
able the  great  thoughts  of  the  past,  and  at  the  same  time 
express  a hope  that  along  with  the  teaching,  the  dissemination 
of  known  truths  amongst  the  present  and  future  generations,  a 
hope  that  at  this  School  of  Mines  m'ay  be  fostered  the  disposi- 
tion, and  cherished  the  desire  and  ambition,  to  reach  out  into 
the  unknown  and  bring  home  a few  new  facts  of  Nature  which 
may  be  used  for  the  blessings  of  man. 


32 


Conferring  of  Honorary  Degree  on 
William  Rowland  Cox 

IN  1893,  William  Rowland  Cox  entered  the  School  of 
Mines  and  Metallurgy  and  specialized  on  the  mechanical 
and  electrical  side  of  mining.  Prior  to  coming  to  Rolla 
he  had  considerable  experience  in  the  important  mining 
camps  of  Colorado  and  was  well  informed  on  mining  practice 
generally  throughout  the  West.  He  spent  three  years  in  the 
School  of  Mines  and  during  that  time,  by  diligent  study  and 
by  strict  application,  won  the  respect  of  the  faculty  and  of 
his  fellow  students.  Beginning  in  an  humble  position  with  a 
mining  company,  he  rose  through  all  of  the  important  positions 
about  mines  until  seven  years  ago  he  was  appointed  manager 
for  all  of  the  Mexican  mining  properties  of  the  great  Guggen- 
heim interests.  Several  years  later  he  became  a member  of 
the  firm  of  Spurr  and  Cox,  Consulting  Mining  Engineers  and 
Geologists,  of  New  York  City.  He  is  at  present  associated 
with  other  mining  specialists  as  “W.  Rowland  Cox  and  Staff.” 

He  is  recognized  among  the  mining  fraternity  as  being 
one  of  the  leaders  in  the  profession,  an  engineer  of  the  highest 
rank,  and  a gentleman  of  culture  and  integrity. 

He  has  take  pride  in  pointing  to  the  fact  that  his  technical 
training  was  secured  at  the  Missouri  School  of  Mines,  and 
his  work  has  been  a credit  to  this  institution.  In  conferring 
the  degree  of  Engineer  of  Mines  on  William  Rowland  Cox, 
the  School  of  Mines  bestows  on  him  the  highest  honor  it  can 
grant.  The  institution  is  honored  in  conferring  the  degree. 


33 


Some  Suggestions  to  Mining 
Students 

Address  By 

William  Rowland  Cox,  E.  M. 


SINCE  leaving  this  institution 
about  fifteen  years  ago,  aft- 
er only  three  years  of  col- 
lege work,  there  has  been 
ample  opportunity  for  me  to  point 
with  pride  to  many  of  the  graduates 
of  the  Missouri  School  of  Mines, 
acknowledged  leaders  in  their  pro- 
fession. Among  the  students  as- 
sembled here  toi-day  there  are  many 
who  I hope  will  be  heard  from  as 
leaders  in  their  chosen  profession 
within  the  next  ten  years. 

I assume  that  every  student  here  is  in  earnest,  that  he  rec- 
ognizes the  importance  and  ancient  dignity  of  the  profession 
for  which  he  is  preparing  himself,  and  the  value  to  his  life’s 
work  of  what  this  school  offers  to  him.  It  does  not  follow 
that  the  student  making  the  best  record  in  his  college  work 
will  develop  into  the  most  successful  man  in  later  years,  but 
those  of  you  who  do  conscientious  work  will  have  the  ad- 
vantage of  knowing  how  to  begin  the  solving  of  difficult 
problems,  and  the  real  foundation  of  your  future  work  should 
be  laid  here  with  the  men  who  are  devoting  their  lives  to  your 
instruction. 


34 


I assume  that  every  man  here  has  the  keenest  ambition  for 
a place  as  near  the  top  of  his  profession  as  his  abilities  will 
take  him  and  for  the  honors  and  material  rewards  which  suc- 
cess brings  in  its  train. 

To  such  men  I hope  out  of  my  experience  to  bring  some 
useful  message  of  opportunities  to  be  sought  and  of  errors  to 
be  avoided. 

While  my  remarks  are  designed  particularly  for  those  of 
you  soon  to  leave  college  for  professional  life,  I urge  all  of 
you  to  develop  at  this  school  in  lines  of  work  for  which  you 
may  feel  yourselves  specially  adapted, — as  practical  skill  in 
assaying,  chemical  work,  surveying,  and  drafting  very  often 
proves  the  entering  wedge  in  securing  the  first  engagements 
of  young  engineers.  Do  not  neglect  your  specialty  if  you  have 
one,  and,  above  all,  do  not  neglect  subjects  less  to  your  taste 
while  you  are  developing  your  specialty.  One  of  the  most 
successful  mine  managers  in  the  United  States  to-day  was  for 
several  years  after  graduation  an  assayer  and  chemist  on  the 
properties  which  he  afterwards  managed  in  a most  satisfactory 
manner.  A competent  young  manager,  in  Mexico  at  this 
time,  gained  his  practical  knowledge  by  actual  manual  labor 
around  the  mines  and  mills  in  several  Western  mining  camps, 
securing  his  first  engagement  with  his  present  employers  be- 
cause of  his  skill  as  a mine  surveyor  and  draftsman.  In- 
stances too  numerous  to  mention  have  come  under  my  obser- 
vation where  the  man  with  a specialty  had  a great  advantage 
over  the  one  without  it.  I hope  all  of  the  students  present 
to-day  will  consider  carefully  the  importance  of  doing  some 
one  thing  well  and  resolve  that,  in  so  far  as  you  are  able,  you 
will  endeavor  to  develop  along  some  special  line,  not  neglect- 
ing, as  I have  before  mentioned,  the  subjects  less  to  your 
taste. 

There  is  no  “royal  road”  to  success  in  the  profession  for 
which  you  are  fitting  yourselves ; you  may  as  well  acknowl- 
edge this  in  the  beginning.  The  pace  is  a hard  one  and  it  is 
a man’s  work.  You  will  be  required  to  face  hardships  that  test 
you  to  the  breaking  point;  keen  judgment  and  many  essentials 
not  recognized  in  every  walk  of  life  are  necessary  to  insure 


35 


success.  You  should  from  the  outset  resolve  to1  do  the  hard, 
disagreeable  work, — that  is  a part  of  your  training  for  later 
success.  Avoid  the  habit  of  counting  so  many  hours  as  a 
day’s  work  and  acquire  the  practice  of  accomplishing  what- 
ever task  is  expected  of  you  in  a most  efficient  manner,  re- 
gardless of  the  length  of  the  day. 

The  problem,  confronting  every  engineer  when  he  finishes 
the  work  required  by  his  college  may  be  formulated  some- 
thing like  this : 

Given  my  individual  talents,  such  as  they  may  be,  and  the 
training  which  I have  received.  What  must  I do  to  make  the 
most  of  them  in  the  long  run?  How  may  I develop  myself, 
first,  most  thoroughly;  second,  most  rapidly  to  the  limit  of 
my  capabilities,  and  convert  that  development  into  confidence 
in  myself,  the  respect  of  professional  friends  and  the  practical 
benefit  of  a successful  career?  Many  difficulties  and  some 
failures  will  be  avoided  if  every  one  of  you  will  ponder  well 
this  first  practical  matter,  the  importance  of  which  will  be 
brought  home  to  you  forcibly  when  I tell  you  that  with  all  the 
hundreds  of  graduates  turned  out  annually  by  engineering 
schools,  every  active  operator  is  put  to  it  continually  to  supply 
his  need  of  competent,  practical,  young  engineers.  This  state- 
ment you  can  verify  for  yourselves.  It  means  that  a large 
proportion  of  technical  graduates  do  not  develop  as  they 
should  practically;  principally  because  they  do  not  know  how 
to  carry  forward  their  education  from  the  point  at  which  the 
school  drops  it. 

This  scarcity  of  competent  men  spells  opportunity  for  those 
young  engineers  who  have  the  wisdom  and  earnestness  sys- 
tematically to  prepare  themselves  practically  as  well  as  tech- 
nically to  fill  the  demand  which  never  fails.  Be  certain  that 
many  operators  are  searching  diligently  at  all  times  for  the 
right  men  and  when  someone  tells  you  that  your  profession 
is  overdone  remind  him  of  Webster’s  remark  about  “room  at 
the  top.”  All  important  progressive  operators,  individual  and 
corporate,  have  long  since  agreed  that  technical  men  are  the 
best  timber  for  development  into  managers  and  directors  of 
large  mining  enterprises,  and  it  is  your  responsibility  to  fit 


36 


yourselves  for  the  demand  always  existing  for  competent 
service. 

Many  graduates  make  the  mistake  of  seeking  at  once  work 
of  responsibility,  calling  for  experience  and  expert  judgment, 
which  they  cannot  in  the  nature  of  things  possess.  It  is  a 
serious  misfortune  for  the  young  engineer  and  for  his  unwise 
employer  when  such  a man  is  called  to  report  upon  prospects 
or  mines  or  to  recommend  their  development,  equipment, 
method  of  operation,  with  valuations,  estimates  of  working 
costs,  profits,  and  other  data  of  similar  character.  The  trained 
engineer  with  years  of  practical  experience  has  difficulty  in 
avoiding  the  mistakes,  errors  of  judgment,  and  other  pitfalls 
awaiting  those  who  must  do  this  kind  of  work.  Do  not  court 
half  successes  or  certain  failures  in  permitting  a desire  for 
too  rapid  advancement  to  crowd  you  into  undertakings  for 
which  you  are  professionally  immature. 

Avoid  all  short  cuts  which  seem  to  promise  success  and 
reputation ; set  your  feet  steadfastly  in  the  same  logical  road 
which  attains  the  summit  of  the  hill  when  you  have  climbed 
honestly  and  bravely  with  no  attempt  at  running  around  the 
easy  contours. 

Now  as  to  hill  climbing: 

I advise  you  every  one  to  devote  a number  of  years,  more 
or  less  according  to  your  aptness  and  your  opportunities,  to 
manual  labor  in  every  department  of  assaying,  surveying, 
drafting,  office  and  accounting,  underground  work,  milling, 
and  construction.  You  will  earn  at  least  as  much  in  practical 
work  during  this  period  as  you  would  in  minor  technical  po- 
sitions, and  you  will  come  out  with  a grasp  of  your  business 
which  no  man  achieves  who  lacks  the  persistent  courage  to 
carry  him  through  this  invaluable  apprenticeship.  Much  of 
this  work  and  of  the  conditions  surrounding  it  will  be  hard, 
rough  and  disagreeable;  nearly  impossible  to  men  accustomed 
to  luxury  and  soft  living,  but  we  cannot  discuss  the  business 
of  mining  from  a “pink-tea”  view  point.  With  the  prepara- 
tion suggested  you  will  be  competent  for  the  management  of 
a modest  property  or  for  a position  of  limited  authority  and 
responsibility  on  a large  one,  and  your  steady  advancement 


37 


will  depend  upon  your  personal  capacity  and  opportunities. 
Vou  will  know  your  business,  and  that  is  the  main  point  after 
all. 

In  your  profession,  as  in  other  walks  of  life,  certain  old- 
fashioned  platitudes  apply  and  you  will  do  well  to  acquire  the 
following  habits : Be  cheerful  and  courteous  with  everybody, 
I mean  dignifiedly;  don’t  be  just  a glad-hand  “mixer.”  Be 
polite,  unselfish  and  obliging  always.  Take  an  interest  and  an 
active  part  in  all  matters  of  common  interest  to  your  commu- 
nity, large  or  small.  If  you  cannot  speak  well  of  a man  say 
nothing  except  upon  rare  occasions,  when  you  should  not  lack 
the  moral  courage  to  voice  your  opinions  frankly. 

Be  loyal  to  your  superiors  and  the  persons  or  corporations 
whose  capital  and  enterprises  help  you  to  a living  and  experi- 
ence. Never  descend  to  the  common  practice  of  belittling 
the  ability  or  motives  of  your  superiors;  if  you  cannot  respect 
them  keep  your  own  counsel  and  resign  as  soon  as  you  can. 
Never  permit  any  temptation  to  personal  gain  or  advancement 
to  loosen  your  moral  fiber  for  a moment.  If  you  amount  to 
anything  you  will  be  tried  many  times  in  this  profession  and 
you  must  instantly  reject  any  piece  of  business  or  any  pro- 
posal which  cannot  stand  the  full  light  of  day.  Industry  and 
capacity  will  never  earn  their  full  recognition  if  you  be  not  ab- 
solutely above  suspicion  as  to  your  integrity  and  fidelity  to 
your  trusts. 

Be  on  your  guard  against  the  invitations  to  loose  living 
which  are  inevitable  in  the  communities  of  most  mining  dis- 
tricts. You  have  a man’s  business  in  hand,  calling  for  all  the 
energy  and  all  the  safety  of  a clean  mind  and  a sound  body. 

Be  careful  and  methodical  in  keeping  the  notes  given  you 
in  lectures  and  classes.  This  work  is  entirely  neglected  by  a 
large  percentage  of  students,  with  the  result  that  much  valu- 
able time  is  lost  when  you  are  put  to  the  practical  test  of  gath- 
ering information  in  the  field.  My  advice  is  to  begin  early 
in  your  college  work  a systematic  method  of  compiling  useful 
data.  A diary  supplemented  with  kodak  pictures  of  plants, 
appliances,  drawings,  and  construction  work  will  be  of  assist- 
ance all  through  your  professional  life. 


38 


Before  closing,  a suggestion  regarding  the  advisability  of 
more  thorough  training  in  mine  bookkeeping,  cost  keeping, 
storehouse  accounts,  and  the  proper  method  of  compiling  a 
monthly  report,  covering  the  actual  operations,  is  pertinent. 
The  average  graduate  does  not  have  sufficient  training  in  these 
important  branches  during  his  college  work. 

There  is  a growing  demand  for  technical  men  with  a 
thorough  knowledge  of  the  Spanish  language  and  due  consid- 
eration should  be  given  the  suggestion  that  this  important 
subject  be  included  in  the  curriculum  of  all  mining  schools. 

In  closing,  I congratulate  you  upon  your  choice  of  a pro- 
fession which  is  at  once  ancient  and  honorable,  rich  in  dignity 
and  opportunity,  and  I am  glad  that  you  have  confided  your 
preparation  to  this  fine  old  Missouri  school,  which  commands 
the  affection  and  pride  of  all  of  us. 


39 


40 


Parker  Memorial  Address 

By  Honorable  David  Rowland  Francis,  LL.  D. 


Missouri  is  justly 

proud  of  her  educa- 
tional institutions.  The 
liberality  of  our  Consti- 
tution, which  provides  that  at  least 
one- fourth  of  the  State  revenue 
shall  go  to  the  public  schools  of  the 
State,  has  been  surpassed  by  our 
Legislatures  for  many  years  past,  as 
they  have  apportioned  one-third  of 
the  State  revenue  to  the  public 
schools  and  have  appropriated 
liberally  for  the  State  University 
and  normal  schools.  No  more  impressive  indication  of  the 
intelligence  of  a people,  no  stronger  proof  of  their  fitness  for 
self-government,  can  be  presented  than  a high  estimate  of  the 
value  of  education,  and  that  can  be  expressed  in  no  way  so 
effectually  as  by  ample  provision  for  the  establishment  and 
maintenance  of  schools.  To  lift  a community  or  a State  to  an 
appreciation  of  an  educated  citizenship  requires  an  enlight- 
ened public  sentiment,  and  that  can  be  created  and  fostered 
only  by  persistent  and  continued  and  unselfish  efforts  on  the 
part  of  patriotic  men. 

The  structure  whose  corner  stone  we  have  met  here  to  put 
in  place  is  another  evidence  of  the  wisdom  of  our  lawmakers 
in  providing  technical  education  for  the  youth  of  Missouri. 
The  School  of  Mines  is  a part  of  the  State  University  of  Mis- 
souri, but  an  integral  part,  as  it  were,  for  the  maintenance  of 


STRAUSS 


41 


which  the  Legislature  has  for  forty  years  made  separate  pro- 
vision. 

Forty-three  years  ago  came  to  Missouri  a young  school 
teacher,  a native  of  New  York  State,  who  had  been  reared  in 
Connecticut,  where  he  had  received  such  educational  training 
as  the  public  schools  of  that  State  furnished.  He  taught  five 
years  in  the  schools  of  St.  Charles,  Franklin,  and  Phelps 

Counties  of  this  State,  and  during  that  period  read  law  so 
assiduously  and  so  intelligently  that  he  was  admitted  to  the 
bar  at  Rolla  in  1873.  That  young  pedagogue,  that  blossoming 
legal  luminary,  was  Luman  Frank  Parker.  Throughout  the 
remainder  of  his  life,  wherever  his  professional  duties  may 
have  called  him,  his  heart  ever  turned  to  Rolla.  Here  his  dead 
were  buried  and  here  his  body  was  interred  in  December, 

1907.  He  was  an  untiring,  steadfast,  aggressive  friend  of  the 

School  of  Mines.  His  influence,  far-reaching  and  potential, 
was  perseveringly  and  successfully  exerted  in  the  enactment 
of  the  collateral  inheritance  law,  which  furnishes  one  of  the 
main  sources  of  support  of  the  State  University. 

True  to  his  convictions,  loyal  to  his  friendships,  calm  in 
defeat,  modest  in  success,  Frank  Parker  commanded  sincere 
respect  and  genuine  affection.  He  and  I did  not  agree  polit- 
ically ; when  I was  elected  Governor  in  the  hotly  contested 
campaign  of  1888  he  was  the  Republican  nominee  for  Con- 
gress in  this  district  against  the  able  and  lamented  “Silver 

Dick”  Bland.  As  president  of  the  Louisiana  Purchase  Expo- 
sition I knew  him  as  Vice-Chairman  of  the  Missouri  Commis- 
sion of  the  St.  Louis  World’s  Fair,  where  the  exhibit  of  this 

State  commanded  the  admiration  and  wonder  of  millions  of 
visitors.  Devoted  to  his  adopted  State  and  proud  of  her  re- 
sources, he  was  ever  ready  to  aid  in  their  development. 

During  the  latter  years  of  his  life,  spent  as  they  were  in 
my  home  city,  it  was  my  good  fortune  to  meet  him  often,  and 
my  estimate  of  his  worth  grew  with  my  knowledge  of  his 
character. 

Unselfish  and  true  in  every  relation,  conscientious  and 
painstaking  in  the  discharge  of  every  obligation,  he  was  a 
friend  worth  grappling  to  one’s  soul  with  hooks  of  steel.  He 

42 


was  a true  American  to  the  manner  born  and  worthy  of  the 
revolutionary  ancestry  from  which  he  sprang.  His  sudden 
taking  off  in  the  midst  of  his  usefulness  was  a source  of  deep 
sorrow  to  all  who  knew  him,  a shock  to*  the  communities  in 
which  he  had  lived  and  labored,  and  an  inestimable  loss  to  the 
School  of  Mines,  whose  welfare  he  had  ever  championed  and 
for  whose  cause  he  was  willing  to  make  any  sacrifice. 

The  Curators  of  the  State  University,  on  recommendation 
of  the  Executive  Committee  of  their  number  directly  in  charge 
of  the  School  of  Mines,  have  concluded  to  make  this  temple 
of  learning  a memorial  to  Unman  Frank  Parker,  and  in  com- 
pliance therewith  I christen  the  graceful,  commodious  struc- 
ture whose  walls  are  to  rise  on  the  foundation  we  now  lay, 
“Parker  Hall.” 

May  this  splendid  tribute  to  well  directed  and  effective 
effort  in  a deserving  cause  incite  to  noble  achievement  many 
another  friend  of  education.  A lasting  memory  of  good  deeds 
by  those  who  survive  is  the  best  reward  that  can  be  bestowed 
on  him  whose  inspiration  to  work  is  more  the  uplifting  and 
betterment  of  humanity  than  the  plaudits  of  his  fellows. 

On  behalf  of  the  Curators  I felicitate  the  people  of  Rolla 
and  of  Southern  Missouri,  and  all  the  people  of  the  State,  on 
the  continued  prosperity  and  increasing  usefulness  of  the 
School  of  Mines.  May  the  erection  of  this  fit  and  needed 
building,  to  be  used  for  a library,  assembly  room,  and  admin- 
istration offices,  increase  the  ranks  of  the  champions  of  higher 
education  in  this  section  and  throughout  Missouri. 

May  the  harmonious  co-operation  of  faculty,  students, 
alumni,  Curators,  legislators,  and  State  administration  give  a 
new  impetus  to  the  State  University,  to  the  end  that  it  will  be 
demonstrated  that  this  is  a wise  and  beneficial  move  and  an 
additional  proof  that  the  people  of  Missouri  get  returns  in  a 
hundredfold  for  their  generous  support  of  an  educational  sys- 
tem of  which  the  crowning  glory  is  the  State  University. 


43 


The  Value  of  Technical  Education 


Address  By 


William  Coleman  Bitting,  D.  D. 


E 


STRAUSS 


VERY  school  worthy  of 
confidence  is  married  to 
Science.  This  union 
means  that  two  questions 
are  always  asked  about  everything, 
What  are  the  facts?  and,  What  do 
the  facts  mean?  The  ‘actions  of 
men  mentally  and  volitionally  are 
made  to  conform  to  the  answers  to 
these  questions.  This  is  true  of 
both  personal  and  social  life.  The 
methods  which  the  answers  to 
these  questions  produce  are  also 
concerned  with  securing  the  greatest  efficiency  at  the  least 
possible  expense.  No  one  is  satisfied  so  long  as  there  may  be 
a better  way.  “The  difference  between  a groove  and  a grave 
is  a matter  of  depth.”  If  our  Creator  had  meant  that  we 
should  forever  conform  to  precedent  He  would  have  put 
flanges  on  the  wheels  in  our  heads.  Schools  are  designed  to 
help  men  to  live.  Technical  schools  insist  upon  answering  the 
two  questions  which  Science  asks,  and  developing  from  these 
answers  methods  which  will  aid  a man  to  discharge  his  social 
functions  to  the  best  advantage  both  to  society  and  to  himself. 

Why  do  we  have  schools?  First,  because  life  grows  and 
cannot  remain  where  it  is.  Only  dead  things  stop  growing. 
Second,  each  growing  generation  must  be  fitted  by  its  elders 
for  its  own  ministry  to  the  social  life.  Schools  are  the  devices 


44 


of  society  to  secure  this  preparation.  Third,  human  experi- 
ence is  valuable  in  this  preparation  of  the  young  for  their  com- 
ing social  functions.  We  have  learned  to  trust  our  experiences, 
and  believe  that  they  will  be  of  advantage  to  those  who  are  to 
come  after  us.  Schools  mediate  our  past  to  our  future.  The 
function  of  a school,  then,  is  threefold.  It  capitalizes  the  devel- 
oping man  with  the  best  experience  of  the  race ; it  endows  him 
with  a knowledge  of  the  processes  by  which  that  experience 
has  been  obtained  so  that  he  may  verify  it  and  become  inde- 
pendent thereby ; it  stimulates  the  growing  life  to  originality, 
and  thus  provides  the  way  for  adding  to  the  sum  total  of 
human  experience.  W!e  thus  make  the  future  richer  than  the 
past. 

Special  schools  are  provided  because  the  whole  of  human 
knowledge  is  so  great  that  no  one  man  can  possess  it  all. 
Each  member  of  the  body  must  discharge  its  own  functions. 
We  thus  provide  for  expertness  in  the  social  organism.  Brains 
are  needed  everywhere.  There  is  always  a place  for  the  per- 
son who  can  do>  something  better  than  anyone  else.  Schools 
are  failures  when  they  do  not  enable  one  who  has  been  trained 
to  accomplish  more  than  the  untrained  person. 

Man’s  glory  is  a large  part  of  the  conquest  of  the  earth, 
the  mastery  over  cosmic  energies  by  obeying  them,  and  the 
use  of  assets  that  God  has  built  into  His  universe. 

The  material  is  the  basis  of  the  ideal.  There  can  be  no 
divorce  between  them.  We  live  the  life  of  the  spirit  in  a 
world  of  dust.  Matter  without  ideas  to  transform  it  is  as 
useless  as  ideas  without  matter  to  express  them.  The  intel- 
lectual life  grows  through  the  study  of  the  physical  universe. 
Stars,  plants,  animals,  and  ores  are  the  apparatus  of  our  men- 
tal gymnasium.  The  discipline  which  comes  through  studying 
them  is  our  education. 

Art  must  use  matter  for  expressing  our  ideas  of  form, 
color,  and  sound.  The  comforts  of  life  come  to  us  when  we 
mix  material  things  with  brains.  We  are  transmuting  iron 
into  libraries,  oil  into  colleges,  financial  operations  into  art 
galleries.  Commerce  is  promoting  civilization.  Human  activ- 
ity is  a vast  organism  between  the  members  of  which  there 


is  closest  sympathy.  If  business  suffers  all  else  suffers  with 
it.  Culture  depends  upon  schools,  schools  depend  upon  money, 
and  money  depends  upon  business.  The  school  cannot  say  to 
the  church,  “I  have  no  need  of  thee.”  School,  church,  and 
home  cannot  say  to  business,  “We  have  no  need  of  thee.”  Each 
member  of  the  organism  of  civilization  prospers  or  languishes 
according  to  the  experience  of  each  of  the  other  members. 
Therefore  the  school  which  prepares  men  to  obtain  the  treas- 
ures of  the  earth  contributes  to  the  well-being  of  the  higher 
life  of  mankind. 

Again,  Science  produces  direct  financial  returns  far  in  ex- 
cess of  all  that  is  spent  upon  promoting  scientific  study.  The 
United  States  between  1899  and  1902  spent  $10,000  in  intro- 
ducing Durum  wheat.  The  yield  of  this  grain  to  the  farmers 
from  “useless  land”  was  over  twice  the  cost  of  the  entire  De- 
partment of  Agriculture,  plus  that  of  the  weather  bureau,  plus 
that  of  meat  inspection,  plus  that  of  forestry.  The  percentage 
of  profit  upon  this  one  investment  is  almost  incalculable.  All 
our  State  universities  are  bringing  their  agricultural  depart- 
ments into  direct  contact  with  the  farmers  and  are  achieving 
the  most  brilliant  financial  results.  The  experiences  of  Iowa 
with  corn;  Ohio,  New  York.  Washington,  and  Wisconsin  with 
dairy  products;  Illinois  with  good  roads;  Kansas  with  wheat; 
Arkansas  with  rice;  Louisiana  with  cotton;  and  Texas  with 
dry  farming,  have  demonstrated  beyond  question  the  financial 
value  of  application  of  scientific  methods  to  agriculture.  It 
has  been  estimated  that  every  dollar  spent  by  a State  upon  its 
universities  is  worth  a thousand  dollars  to  the  people  of  the 
State  in  direct  financial  returns  through  intelligent  cultivation 
of  the  land.  The  same  is  true  concerning  mines  and  manufac- 
tures. A very  small  part  of  the  net  profits  derived  from  these 
intelligent  methods  is  returned  to>  the  universities  through 
taxation.  A State  can  make  no  better  investment  for  itself 
than  generosity  in  providing  for  the  thorough  education  of 
those  who  are  to  develop  its  natural  resources. 

Again,  there  is  a moral  value  to  technical  education.  Hon- 
est study  promotes  accuracy  of  thought,  and  therefore  is  in 
itself  a moral  discipline.  Wise  experimentation  yields  patience 


46 


and  cultivates  ingenuity,  both  of  which  characteristics  are  es- 
sential toi  the  highest  success.  All  the  reactions  of  education 
upon  a person  and  upon  society  have  a moral  value.  The 
physical  universe  rewards  intellectual  righteousness  and  pun- 
ishes intellectual  abnormality.  Slovenly  thinking  and  careless 
working  have  in  themselves  the  seeds  of  their  own  punish- 
ment. Both  nature  and  society  set  aside  not  only  the  incom- 
petent workmen,  but  the  person  who  presumes  to  defy  the 
physical  universe  or  to  deceive  mankind. 

There  is  also  a social  side  to  a technical  education.  Every 
mining  engineer  has  in  his  keeping  the  lives  of  others.  We 
are  horrified  by  every  disaster  beneath  the  ground.  The 
altruistic  motive  should  not  be  content  with  Sir  Humphrey 
Davy’s  lamp,  but  should  be  dissatisfied  with  itself  until  toil 
in  the  bowels  of  Mother  Earth  is  made  as  safe  as  work  upon 
her  breast.  Men  are  worth  more  than  coal,  iron,  gold,  or 
any  metal  that  is  mined.  Human  beings  are  more  than  ma- 
chines. A great  field  is  open  here  for  expert  work  in  pro- 
tecting the  sacredness  of  human  life. 

There  is  an  optimism  wdiich  should  belong  to  every  techni- 
cal school.  Its  graduates  have  the  right  of  way  over  un- 
trained men.  Every  one  endowed  with  the  advantages  of  the 
experience  of  mankind  should  not  only  consider  that  endow- 
ment a trust,  but  should  also  be  eager  to  add  to  that  experi- 
ence. Our  methods  are  much  better  than  those  of  the  past. 
Life  sometimes  pauses  to  breathe  at  its  commas.  It  may  even 
rest  a little  while  at  its  semicolons.  It  always  had  use  for 
interrogation  marks.  Its  joys  are  fruitful  in  exclamation 
points.  But  true  life  in  theology,  in  science,  in  character,  in 
service,  spurns  the  period.  The  notion  of  finality  has  no  place 
in  the  ideas  of  the  living.  Therefore  each  of  us  working  in 
the  line  of  his  specialty  is  optimistic  in  the  belief  that  we  shall 
not  only  use  the  rich  heritage  with  which  the  world  starts  us, 
but  shall  add  something  to  increase  the  legacy  we  may  leave 
to  posterity.  This  is  always  the  mood  of  the  expert. 

Therefore  I congratulate  the  School  of  Mines  upon  the 
increase  of  its  facilities  which  the  erection  of  this  building 
will  afiford.  The  State  is  making  a wise  investment.  The 


47 


type  of  manhood  and  of  efficiency  which  this  school  will 
hereafter  produce  will  be  larger  and  fuller.  The  ministry  of 
its  graduates  to  the  social  welfare  will  be  nobler  and  more 
successful.  The  final  outcome  in  our  social  assets  will  not 
only  be  more  wealth,  but  greater  comfort,  happier  homes,  and 
a greater  commonwealth. 


48 


Laying  of  the  Corner  Stone  of 
Parker  Hall 

By  Arch  A.  Johnson 

Grand  Master,  A.  F.  & A.  M.  of  Missouri 


THE  corner  stone  of 

Parker  Hall  was  laid  at 
2 :00  p.  m.  October  24th, 
1911,  by  the  Grand 
Lodge,  A.  F.  & A.  M.,  of  Missouri. 
The  exercises  were  conducted  bv 
Arch  A.  Johnson,  of  Springfield, 
Missouri,  Grand  Master  of  Masons, 
assisted  by  Jacob  Lam'pert,  Deputy 
Grand  Master;  Van  F.  Boor,  Grand 
Senior  W arden ; Dr.  A.  L.  McRae, 
Acting  Grand  Junior  Warden;  Sol 
E.  Wagoner,  Acting  Grand  Treas- 
urer; John  R.  Parson,  Grand  Secretary  ; H.  T.  Wright,  Acting 
Grand  Chaplain;  W.  W.  Young,  Acting  Grand  Senior  Stew- 
ard, and  Frank  Houk,  Acting  Grand  Junior  Steward.  George 
Hellmuth,  Architect  of  Parker  Hall,  officiated  in  his  capacity. 
A large  number  of  Masons  from  all  parts  of  the  State  wit- 
nessed the  ceremony. 


49 


PRESS  OF 

LITTLE  & BECKER  PRINTING  CO., 
ST.  LOUIS,  MO. 


